Volume 8, Issue 6, November 2019, Pages: 359-366
Received: Dec. 11, 2019;
Published: Dec. 12, 2019
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Enyan Wang, School of Economics and Management, Harbin Institute of Technology at Weihai, Weihai, China
Dequan Zheng, School of Economics and Management, Harbin Institute of Technology at Weihai, Weihai, China; School of Management, Harbin Institute of Technology, Harbin, China
Mobile-learning is not limited by time and place, it has a lot of advantages compared with traditional learning methods, so it has become a hot spot of education model reform. Teachers are also trying and researching on mobile-learning assisted instruction. However, the current research on mobile-learning mainly focuses on the students' users. In contrast, the behavior habits and use intentions of teachers' assisted instruction are very different, and teachers have a great impact on the use intentions of students' mobile-learning. In this study, through combing the theoretical literature of mobile-learning influencing factors, we use TAM model to build a mobile-learning influencing factor model, and put forward the corresponding research hypothesis. On the basis of this model, a questionnaire about the influencing factors of mobile-learning for university teachers is designed. The relevant data obtained from the questionnaire are analyzed by SPSS and Amos data analysis software. Through the analysis, it is concluded that perceived usefulness, perceived ease of use, resource optimization, future teaching tendency and social impact all have an impact on teachers' willingness to use mobile-learning, and relevant suggestions are putted forward.
Research on the Influence Factors of the University Teachers' Mobile-learning, Education Journal.
Vol. 8, No. 6,
2019, pp. 359-366.
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